Emotional Labor, Digital Fatigue, and Engagement in Iranian Hybrid EFL Classrooms

Articles in Press

Document Type : Original Article

Authors

1 Ph.D in TEFL, Faculty of Foreign Languages, Shahid Sattari Aeronautical University of Science and Technology, Tehran, Iran.

2 Assistant Professor in TEFL, Department of English Language, Ga. C., Islamic Azad University, Garmsar, Iran.

10.22034/jsllt.2026.24391.1123

Abstract

Hybrid English as a Foreign Language (EFL) instruction offers flexibility but can generate significant emotional and cognitive demands for teachers and learners. This mixed-methods study examined the relationships among emotional labor, digital fatigue, and engagement in hybrid EFL classrooms at two Iranian universities. Participants included 15 instructors and 120 adult learners. Data were collected through validated questionnaires, semi-structured interviews, and weekly instructor reflective journals. Quantitative results indicated moderate digital fatigue among learners (M = 3.35, SD = 0.54) and slightly higher emotional strain (M = 3.61, SD = 0.45). Emotional strain showed a small positive correlation with engagement (r = .26), whereas digital fatigue demonstrated no meaningful association with engagement or emotional strain. Qualitative thematic analysis identified three patterns: (a) emotional disconnection during synchronous sessions, (b) coping strategies such as affective check-ins and self-regulation, and (c) instances where emotional strain functioned as both a challenge and a motivator. These findings suggest that emotional support between teachers and learners, even in technologically mediated environments, can help sustain engagement. The study recommends integrating emotional presence training into teacher development, designing hybrid courses with flexible interaction, and implementing support systems that address emotional well-being alongside academic goals.

Keywords

Journal of Studies in Language Learning and Teaching

Articles in Press, Accepted Manuscript
Available Online from 03 November 2026

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History

  • Receive Date: 15 June 2026
  • Revise Date: 19 October 2026
  • Accept Date: 30 October 2026

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